Suchergebnisse

The non-retarded van der Waals and Casimir–Polder forces on a CO2 molecule in water near a single surface and between surfaces are explored. We observe preferential adsorption and desorption of CO2 molecules depending on the material of the surfaces. We also find a potential mechanism of capture and storage of CO2 molecules in a geometry consisting of a cellulose surface coated by a thin film of water and then by air. ; P.T. gratefully acknowledges support from the European Commission; this publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. M.B. and C.P. acknowledge support from the Research Council of Norway (Project: 221469). C.P. acknowledges support from the Swedish Research Council (Contract No. 90499401). M.B. thanks the Department of Energy and Process Engineering (NTNU, Norway) for financial support. We acknowledge access to high-performance computing resources via SNIC/SNAC and NOTUR. Ab initio calculations were undertaken at the NCI National Facility in Canberra, Australia, which is supported by the Australian Commonwealth Government. D.H. acknowledges support from the National Natural Science Foundation of China under Grant No. 61204104. S.Y.B. gratefully acknowledges support by the German Research Council (grant BU 1803/3-1) and the Freiburg Institute for Advanced Studies.

Alternative prioritization strategies have been proposed to safeguard biodiversity over macroevolutionary time scales. The first prioritizes the most distantly related species-maximizing phylogenetic diversity (PD)-in the hopes of capturing at least some lineages that will successfully diversify into the future. The second prioritizes lineages that are currently speciating, in the hopes that successful lineages will continue to generate species into the future. These contrasting schemes also map onto contrasting predictions about the role of slow diversifiers in the production of biodiversity over palaeontological time scales. We consider the performance of the two schemes across 10 dated species-level palaeo-phylogenetic trees ranging from Foraminifera to dinosaurs. We find that prioritizing PD for conservation generally led to fewer subsequent lineages, while prioritizing diversifiers led to modestly more subsequent diversity, compared with random sets of lineages. Importantly for conservation, the tree shape when decisions are made cannot predict which scheme will be most successful. These patterns are inconsistent with the notion that long-lived lineages are the source of new species. While there may be sound reasons for prioritizing PD for conservation, long-term species production might not be one of them. ; This paper is a product of the sCAP working group supported by sDiv, the Synthesis Centre of the German Centre for Integrative Biodiversity Research (iDiv) Halle-Jena-Leipzig (DFGFZT 118), and by the Canadian Institute for Ecology and Evolution. M.W.C., A.Ø.M. and M.W.P. acknowledge generous support from NSERC Canada. D.H. acknowledges the National Research Foundation, Prime Minister's Office, Singapore under its Marine Science R&D Programme (MSRDP-P03); F.M. was supported by an NSERC Accelerator Grant to A.Ø.M. and an NSERC Banting Postdoctoral Fellowship; J.L.C. was funded by the Humboldt Foundation, the German Research Foundation (DFG, AOBJ: 637491) and the Talent Attraction Program of the Madrid Government (2017-P1/AMB-5298).

How can we explain that some Popular education militants are also referring to the Information Society and thus seem to join this plan, carried to a great extent by merchants and the authorities ? Which are the stakes at work in this "meeting" ? Popular education, in addition to a long and plural history, is not homogeneous. However, Popular education is marked by a common philosophy aiming at developing social, cultural and political people's emancipation. In the mean time, political and economic authorities need to get the support of social actors to carry out the Information Society. Within this framework, associations would be the relay of the development of this society ; the necessary social mediator of this plan. Meanwhile, Popular education movements are seeking ways to appropriate this concept in order to make it able to serve the interests of Popular education. But they also question the specific purposes of this model. Indeed, the reference to the Information Society allows the militants of Popular education to update their traditional matters, and also to come out of the crisis they are facing. Lastly, if this meeting seems, at first sight, to generate consensus, the inherent conflicts in the confrontation of the values and identities do not therefore disappear and question the real stakes at work.

How can we explain that some Popular education militants are also referring to the Information Society and thus seem to join this plan, carried to a great extent by merchants and the authorities ? Which are the stakes at work in this "meeting" ? Popular education, in addition to a long and plural history, is not homogeneous. However, Popular education is marked by a common philosophy aiming at developing social, cultural and political people's emancipation. In the mean time, political and economic authorities need to get the support of social actors to carry out the Information Society. Within this framework, associations would be the relay of the development of this society ; the necessary social mediator of this plan. Meanwhile, Popular education movements are seeking ways to appropriate this concept in order to make it able to serve the interests of Popular education. But they also question the specific purposes of this model. Indeed, the reference to the Information Society allows the militants of Popular education to update their traditional matters, and also to come out of the crisis they are facing. Lastly, if this meeting seems, at first sight, to generate consensus, the inherent conflicts in the confrontation of the values and identities do not therefore disappear and question the real stakes at work.

How can we explain that some Popular education militants are also referring to the Information Society and thus seem to join this plan, carried to a great extent by merchants and the authorities ? Which are the stakes at work in this "meeting" ? Popular education, in addition to a long and plural history, is not homogeneous. However, Popular education is marked by a common philosophy aiming at developing social, cultural and political people's emancipation. In the mean time, political and economic authorities need to get the support of social actors to carry out the Information Society. Within this framework, associations would be the relay of the development of this society ; the necessary social mediator of this plan. Meanwhile, Popular education movements are seeking ways to appropriate this concept in order to make it able to serve the interests of Popular education. But they also question the specific purposes of this model. Indeed, the reference to the Information Society allows the militants of Popular education to update their traditional matters, and also to come out of the crisis they are facing. Lastly, if this meeting seems, at first sight, to generate consensus, the inherent conflicts in the confrontation of the values and identities do not therefore disappear and question the real stakes at work.

How can we explain that some Popular education militants are also referring to the Information Society and thus seem to join this plan, carried to a great extent by merchants and the authorities ? Which are the stakes at work in this "meeting" ? Popular education, in addition to a long and plural history, is not homogeneous. However, Popular education is marked by a common philosophy aiming at developing social, cultural and political people's emancipation. In the mean time, political and economic authorities need to get the support of social actors to carry out the Information Society. Within this framework, associations would be the relay of the development of this society ; the necessary social mediator of this plan. Meanwhile, Popular education movements are seeking ways to appropriate this concept in order to make it able to serve the interests of Popular education. But they also question the specific purposes of this model. Indeed, the reference to the Information Society allows the militants of Popular education to update their traditional matters, and also to come out of the crisis they are facing. Lastly, if this meeting seems, at first sight, to generate consensus, the inherent conflicts in the confrontation of the values and identities do not therefore disappear and question the real stakes at work.

How can we explain that some Popular education militants are also referring to the Information Society and thus seem to join this plan, carried to a great extent by merchants and the authorities ? Which are the stakes at work in this "meeting" ? Popular education, in addition to a long and plural history, is not homogeneous. However, Popular education is marked by a common philosophy aiming at developing social, cultural and political people's emancipation. In the mean time, political and economic authorities need to get the support of social actors to carry out the Information Society. Within this framework, associations would be the relay of the development of this society ; the necessary social mediator of this plan. Meanwhile, Popular education movements are seeking ways to appropriate this concept in order to make it able to serve the interests of Popular education. But they also question the specific purposes of this model. Indeed, the reference to the Information Society allows the militants of Popular education to update their traditional matters, and also to come out of the crisis they are facing. Lastly, if this meeting seems, at first sight, to generate consensus, the inherent conflicts in the confrontation of the values and identities do not therefore disappear and question the real stakes at work.

How can we explain that some Popular education militants are also referring to the Information Society and thus seem to join this plan, carried to a great extent by merchants and the authorities ? Which are the stakes at work in this "meeting" ? Popular education, in addition to a long and plural history, is not homogeneous. However, Popular education is marked by a common philosophy aiming at developing social, cultural and political people's emancipation. In the mean time, political and economic authorities need to get the support of social actors to carry out the Information Society. Within this framework, associations would be the relay of the development of this society ; the necessary social mediator of this plan. Meanwhile, Popular education movements are seeking ways to appropriate this concept in order to make it able to serve the interests of Popular education. But they also question the specific purposes of this model. Indeed, the reference to the Information Society allows the militants of Popular education to update their traditional matters, and also to come out of the crisis they are facing. Lastly, if this meeting seems, at first sight, to generate consensus, the inherent conflicts in the confrontation of the values and identities do not therefore disappear and question the real stakes at work.